Internationalization of Higher Education: A South African Perspective

Rensburg, Ihron; Motala, Shireen; David, Solomon Arulraj

doi:10.1007/bf03397054

Cited by 12 publications

(11 citation statements)

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“…The underlying principle of internationalization of HE is to create prominent social and cultural networks (Lewkowicz, Young, Budryté , & Boykin, 2018), improve economic development (Altbach, 2005), share knowledge (Bhatti, Larimo, & Carrasco, 2016), and contribute to an inclusive, caring, affluent, and multinational world (Rensburg, Motala, & David, 2015). Nevertheless, notwithstanding the significance of internationalization in HE, current researches on the topic are primarily done by occasional researching practitioners and applied higher education researchers that focus their research on practical, rather than methodological issues (Teichler, 1996, p. 212).…”

Section: Internationalization Of Higher Educationmentioning

confidence: 99%

“…In South Africa, there are numerous reasons for internationalization of HE, with the core focus on exchange of staff and students, joint qualifications, research collaboration, online distance education, streamlining qualification systems, and expanding curriculums to be inclusive of global and intercultural dimensions (Rensburg, Motala, & David, 2015). Notwithstanding this rhetoric focus, low levels of internationalization in contrast with global countries remain and necessitate a dynamic approach inclusive of multi-nation political initiatives (Kishun, 2007).…”

Section: Higher Education Internationalization Reform In South Africamentioning

confidence: 99%

“…A directional change to South Africa's internationalization approach is needed, shifting the regionalized focus toward a more outward-looking, globalized focus, which may inspire innovative approaches toward an internationalization framework suitable for South Africa's own specific context. However, the current South African HE landscape is predominantly regarded as an elite, low participation and high attrition system, offering average quality education (Rensburg, Motala, & David, 2015). Nearly 25 years later, South Africa's HE is disregarded by the public and frequently alluded to as being in crisis.…”

Section: Higher Education Internationalization Reform In South Africamentioning

confidence: 99%

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A Multiphase Mixed Methods Approach to the Internationalization of Higher Education in South Africa: Outline of a Discursive Research Framework

Steynberg¹,

Grundling²,

Liu³

et al. 2019

JTHM

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Higher education internationalization (HEI) has become an important priority for global decision makers and education providers. Persuaded by globalization, HEI is a political strategy and economic prospect for countries, governments, and universities to position themselves in global markets. The purpose of this paper is to provide a methodological pathway to develop a dynamic, reformed South African HEI framework based on the transformative drive (i.e., adjustment of change, learning, shared knowledge, internationalization, globalization an institutionalized memory) of HEI in China. The interpretivist paradigm constitutes the basic research approach.Quantitative and qualitative data will be collected, analyzed, and integrated using a multiphase mixed methods approach. This approach consists of three phases including content analysis (Phase I), in-depth interviews (Phase II), and surveys (Phase III), which answers the focal research question. The significance of this research includes creating a better understanding of South African higher education (HE) policy issues from a transformational perspective, contributing to theory on how internationalization affects HE's position in economic and social development and broadening knowledge and understanding of the unique circumstances and challenges of HEI in developing countries, particularly in countries seeking to position themselves in the globalized knowledge economy.Acknowledgements: The authors wish to extend their sincere gratitude to Hebei University of Technology and Tshwane University of Technology for their support and financial contribution.

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Section: Internationalization Of Higher Educationmentioning

confidence: 99%

Section: Higher Education Internationalization Reform In South Africamentioning

confidence: 99%

Section: Higher Education Internationalization Reform In South Africamentioning

confidence: 99%

See 1 more Smart Citation

A Multiphase Mixed Methods Approach to the Internationalization of Higher Education in South Africa: Outline of a Discursive Research Framework

Steynberg¹,

Grundling²,

Liu³

et al. 2019

JTHM

View full text Add to dashboard Cite

show abstract

“…While some authors recognize many of the benefits of internationalization others point to the unanticipated outcomes of internationalization and have revived the long-standing debates relating to researcher mobility and uneven global flows of talent resulting in "brain drain" and "brain gain" (Knight 2012;Rensburg et al 2015). Foreign scholars are essential resources of the internationalization of institutions and bring cultural diversity, facilitate internationalization of the curricula, and promote the development of academic professionals who can deliver high quality teaching and research in an international environment (Crowther et al 2001;Hujak 2015).…”

Section: Internationalization In Contextmentioning

confidence: 99%

Metrics-based profiling of university research engagement with Africa: research management, gender, and internationalization perspective

et al. 2019

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U.S. university engagement with Africa in various areas including global health, education, environment, and agriculture has grown in the last 15 years. However, there is limited literature that acknowledges the scholarly output and impact of U.S.-Africa university research collaboration in support of their respective institutions' comprehensive internationalization goals. Using Michigan State University (MSU)-a public, research-intensive, land grant university with long history of engagement with Africa, as a case study, this paper aims to measure the research output, describe the collaboration patterns and research trends, and assess the impact of MSU's research engagement on Africa for the last 10 years (2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015). It also attempts to determine the gender dimension of MSU's research focus on Africa. Our scientometric and social network analysis provide strong quantitative evidence of scholarly success, research focus and diversification, collaboration, and impact on MSU's engagement on Africa, especially in science, technology, engineering, and mathrelated disciplines. The co-authorship data provides evidence of greater collaboration of MSU with non-African countries on African-focused research but a growing number of partner institutions from African countries. This growing collaboration provides significant benefits on strategic research conducted and its impact, as well as increasing the recognition of African researchers as contributors to impactful international research collaborations and improving the ability of MSU and its global and African partners to co-generate knowledge and innovation that can help solve global problems more effectively. Finally, this study provides additional evidence of the increasing involvement of women in advancing knowledge and global innovation to address Africa's socio-economic development challenges. The paper, overall, contributes to the science, research management, and gender perspectives of university internationalization goals and initiatives.

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“…A literatura demonstra uma grande preocupação em diferenciar os conceitos de internacionalização e globalização (Horta, 2010;Friesen, 2012;Ng, 2012;Rensburg et al, 2015;Thune & Welle-Strand, 2015;Yemini et al, 2015;Freitas et al, 2016;Bradford et al, 2017;Larbi & Fu, 2017) (Frackmann, 1990;Bleiklie, 2007). (Maassen et al, 2017;Carvalho & Diogo, 2018).…”

Section: Autonomia Institucionalunclassified

Autonomia institucional e dimensões da internacionalização de Instituições de Ensino Superior brasileiras

Oliveira¹

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The present dissertation explores the relationship between institutional autonomy and the internationalization of Brazilian Higher Education Institutions (HEIs). It is assumed that the sustainability of the internationalization process of an HEI is influenced by the configuration of its autonomy. From theoretical perspective, it is expected to understand the HEIs within the institutional theory and, in management terms, that institutional managers can broaden their knowledge about the institutional structure, the environmental context and the use and attraction of resources. This dissertation contains three chapters in the format of academic papers, besides the presentation and conclusion. The second chapter consists of a theoretical-empirical article based on the systematic literature review method, carried out on the ISI-Web of Knowledge and Scopus bases. The results showed the existence of several factors associated with institutional autonomy and internationalization in this context, highlighting the influence of external environmental factors. Organizational and structural factors were also found. Among the organizational elements about autonomy, the literature converges. Regarding internationalization, the attempt to establish prescriptive processes that support manager´s decision is perceptible. In this sense, both public and private HEIs are increasingly adapting their structures to more marketable management that can compete in this complex and multidimensional reality. The third chapter presents a theoretical-empirical article based on the empirical validation of experts from nine public HEIs contemplated by CAPES PrInt in 2018, through structured questionnaire and content analysis. The results showed that institutional autonomy presents itself in its academic, financial and organizational form, with several limitations due to regulatory environment conditions. By relating autonomy to internationalization, the influence of academic autonomy on internationalization initiatives was attested in public HEIs. At first, internationalization is often part of the individual initiative of teachers and researchers to be formally incorporated by HEI. It is necessary to understand institutional capacities and motivations in order to consolidate internationalization, which will allow Brazilian HEIs to design flexible and sustainable strategies that expand their competitive conditions. The fourth and final chapter is also a theoretical-empirical article that discusses the interrelationships between autonomy and dimensions of internationalization of a private Brazilian HEI. The results show in private HEIs the organizational and financial autonomy is more expressive for internationalization compared to the academic type, due to the lack of institutional direction. It was found that internationalization occurs formally as a strategic institutional action. In the case of these institutions, the institutional profile (research or market) determines the way in which internationalization is conceived. In market-oriented HE...

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Internationalization of Higher Education: A South African Perspective

Cited by 12 publications

References 15 publications

A Multiphase Mixed Methods Approach to the Internationalization of Higher Education in South Africa: Outline of a Discursive Research Framework

A Multiphase Mixed Methods Approach to the Internationalization of Higher Education in South Africa: Outline of a Discursive Research Framework

Metrics-based profiling of university research engagement with Africa: research management, gender, and internationalization perspective

Autonomia institucional e dimensões da internacionalização de Instituições de Ensino Superior brasileiras

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